冀教版（一起）三年级英语上册教案 unit 4 lesson 25(2)

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冀教版（一起）三年级英语上册教案
Unit 4 My body
Lesson 25 Monster fun
教学目标
（一）知识
掌握本课表示身体部位的单词arm, ear, foot, leg; 及所涉及到的特征形容big, little, long, short; 动词have.
（二）能力
1．能够在本课涉及的情景条件下听懂，并说出与身体有关的单词。
2．能够通过本课的学习简单描述自己的外貌。
3．能够在本单元涉及的情景条件下初步表述自己身体某部位受伤，不舒服。
（三）情感
能够通过本课的学习培养自己养成良好的卫生习惯。
Advance preparation
See required materials listed below for today’s activity in the student book section.
GREETING
Give the standard greeting to welcome students to English class.
Tell the class that today we are going to learn words about our bodies. And we are going to learn about some odd-looking imaginary creatures called monsters. The title of today’s lesson is Monster fun.
Quickly review some related vocabulary from previous lessons. Who can remember words for parts of the face (Eyes, ears, nose, mouth.)
TEACHING TIP
Use familiar language
Remember, as Often as possible, use words and structures that the students have already learned, in both formal and informal ways. Find natural opportunities to make conversation with individual students in English, such as asking questions, making requests and giving assistance.
LET’S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
Can anybody find the monsters on these pages
1. Long or short, big or small
Discuss the concepts of long and short, big and small. Provide visual clues. For example, you could draw a long line and a short line on the blackboard, and also draw a head with long hair and one with short hair. Or, show a short ruler and a long ruler.
For big and small, compare objects of different sizes. Have the students repeat the new words with you.
In Chinese, explain that linear size (demonstrate with your arms) is described in English as long or short. Mass size (demonstrate with your arms) is described in English as big or small.
Note that the word feet is the plural form of foot. It is an exception to the usual method of forming plurals by simply adding an s.
Give the “listen” command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[Monster 1, singing]
I have short arms and long legs.
I have short arms and long legs.
[Monster 2, singing]
I have long arms and short legs.
I have long arms and short legs.
[Narrator]
They are singing a song!
They are singing a song!
[Monster 3]
I have small ears and big feet.
I have small ears and big feet.
[Monster 4]
I have big ears and small feet.
I have big ears and small feet.
[Narrator]
They are talking. They are talking.
Check students’ comprehension. Ask the students to point to the correct part of their body when you call out the words: ear, arm, leg. Ask questions such as Which monster has big ears Which monster has long legs
2. Let’s talk.
Give the “listen” command. The audiotape will repeat each line. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[giraffe]
I have a long neck. My body is yellow and brown.
I have a long neck. My body is yellow and brown.
[rabbit]
I have long ears and a short tail. My eyes are red.
I have long ears and a short tail, My eyes are red.
[panda]
I have big eyes. My body is white and black.
I have big eyes. My body is white and black.
TEACHING TIP
Pronunciation assistance
Some students may have difficulty saying brown correctly. Show them that the / ow / sound in brown is the same as the sound in the Chinese word for dumplings: jiaozi.
Use the pictures in the student book to review the new vocabulary. You can either tell the students the English names for these animals (giraffe, rabbit, panda) or refer to them in Chinese. For example, ask the class which animal has a long neck. Which animal has a short tail Which animal has black on its body
Quickly divide the class into pairs of students. Have the students take turns pretending to be one of these animals while their partner tries to guess which one. The “animal” student will provide clues, using English. When the partner guesses correctly, they switch roles.
3. Let’s write and draw.
Required materials
large pieces of white paper, one per student
markers for all students
Note that the verb have conjugates as has in the third person singular. As simply and brief as possible, explain to students that they must write “It has ...”or “He/she has ...” But is correct to say: “I have ...”, “We have ...”or “They have ...”
Ask for volunteers to pass out the pieces of paper. Tell the students that they will create a poster of a monster. They will colour their pictures and write some words that describe the picture, using the vocabulary that they learned in today’s lesson. Tell the students that they may ask you for help if they don’t know how to spell a word. Write a list of words that you think may be useful on the blackboard.
Have students look at Jenny’s picture of a monster at the bottom of page 51 in the student book. Read aloud to the class what Jenny has written beneath her picture. Does everybody understand what to do Let’s get started!
Allow some time for the students to complete their posters. When they are done, collect the completed posters to display in the classroom or elsewhere in the school.
LET’S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 54. Write the words. The students write the words for the different parts of the monster’s body, using the list of words at the top. Then they complete the sentences at the bottom, using the list of words at the bottom of the page.
PAGE 55. Write and draw! For each pair of sentences, the students write one word in one blank and the other word in the other blank. At the end, they draw and colour a picture that matches the description they have created.
CLASS CLOSING
Today have students number off using some of the vocabulary from today’s lesson: arm, leg, ear, eye and body. Have the class say the words together, then have individual students number off by saying the words in order, from arm to body, until all students have a word. Remind the students to remember their words.
When today’s class is over, have the students stand by word. You might say “Now all students with the word eye may stand,” and then move on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.
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